Palacký University in Olomouc (CZECH REPUBLIC)
About this paper:
Appears in: EDULEARN21 Proceedings
Publication year: 2021
Pages: 4872-4879
ISBN: 978-84-09-31267-2
ISSN: 2340-1117
doi: 10.21125/edulearn.2021.1006
Conference name: 13th International Conference on Education and New Learning Technologies
Dates: 5-6 July, 2021
Location: Online Conference
„Financial literacy is knowledge and understanding of financial concepts and risks, and the skills, motivation and confidence to apply such knowledge and understanding in order to make effective decisions across a range of financial contexts, to improve the financial wellbeing of individuals and society, and to enable participation in economic life.“ (PISA 2012). Literacy is defined as a competence which has a interdisciplinary character. In the case of financial literacy, it is a set of knowledge, skills, attitudes and values which are interconnected with other literacy and lead a person to a responsible life in today's global society.

The paper will present the partial results of The Financial Literacy in Primary Education study (FLPE) that was launched in 2020. The purpose of this research was to describe the current state of primary financial education in Czech Republic. Financial education in Czech Republic is mandatory and is anchored in curricular documents. Financial literacy is not a separate course in the Czech Republic. It is incorporated into Mathematics, Social Studies and Citizenship Education, or is carried out in some form of project-based learning within the curriculum of these courses. The form of instruction and allocation of hours remain voluntary. There is not any uniform methodology on how to teach financial literacy. The aforementioned information tells us, that development of financial literacy is not uniform and is heavily dependent on individual attitudes and conditions of individual schools. Teacher assumes a key role in developing financial literacy fo pupils.

In this article, we will be focusing on reflections by future primary school teachers regarding the problematics of financial education. We will be interested in what relationship future teachers have towards financial education, how deep is their insight into the structure of financial literacy and if they feel to be professionally prepared in this area. The method chosen for this research was a non-standardised questionnaire survey. A questionnaire of 27 items divided into four thematic groups was assembled. These groups being personal attitude towards financial education, awareness of the contents of financial literacy, knowledge of the teaching of financial literacy and reflection about professional readiness in the area of financial literacy. 75 students from 4th and 5th year of study in primary school education by Faculty of Education, Palacký University took part in the questionnaire survey.

Analysis of the results concluded that students are aware of significance financial literacy and its inclusion from young age carries. Teacher’s readiness to teach this subject is imperative. However, students do not feel sufficiently professionally prepared to teach financial literacy. Most would welcome the option to attend specialised courses. Conclusions found present an incentive for revision of concept of professional preparation of future teachers.
Financial literacy, mathematics, primary school.